Leadership Styles of Head teachers in Relation to Teachers' Job Satisfaction: A Case Study of the Volta Region - Ghana
DOI:
https://doi.org/10.47941/japsy.1915Keywords:
Leadership Style, Headteacher, Job Satisfaction, Basic SchoolAbstract
Purpose: The present study focuses on exploring the leadership styles of basic school headteachers, and their effects on teachers' job satisfaction in Ghana's Volta region.
Methodology: Two research questions and one hypothesis guided the study. The study adopted a descriptive research design. The study was conducted in the Volta region of Ghana. The population of the study are 3,009 headteachers and 17,889 teachers in the 18 districts in the Volta Region. The sample size of the study was 191 headteachers and 328 teachers. Multi-stage sampling technique was used to draw the sample size. The Multifactor Leadership Questionnaire (MLQ) and Mohrman-Cooke-Mohrman Job Satisfaction Scale (MCMJSS) was adopted for the study.
Findings: It was found that headteachers identified moderate levels of transformational, transactional, and laissez-faire as the leadership styles adopted by headteachers. Also, the majority of the headteachers had a very low level of job satisfaction whereas the majority of the teachers had a very high level of job satisfaction. Among the three leadership styles, transformational (β = .47, p < .001) and laissez-faire leadership styles (β = .19, p = .002) were the only significant predictors of job satisfaction. Both transformational and laissez-faire forms of leadership were positive predictors of job satisfaction.
Unique Contributor to Theory, Policy and Practice: The results shows that headteachers identified moderate levels of transformational (M = 7.68, SD = 0.83), transactional (M = 7.51, SD = 1.15), and laissez-faire (M = 6.94, SD = 1.89) as the leadership styles adopted by headteachers. It shows that 128 (71.9%) of the headteachers had a very low level of job satisfaction, while 30 (16.9%) had a very high level of job satisfaction. On the contrary, 153 (52.8%) of the teachers had a very high level of job satisfaction while 21 (7.1%) had a very low level of job satisfaction. The three leadership styles; transformational (β = .47, p < .001) and laissez-faire leadership styles (β = .19, p = .002) were the only significant predictors of job satisfaction. Both transformational and laissez-faire forms of leadership were positive predictors of job satisfaction. Based on the findings of the study, relevant conclusions were drawn.
Downloads
References
Abdul Wahab, M. N., Roslan, S., Baharom, S., & Yunus, M. M. (2014). Investigating the relationship between transformational leadership and teachers' job satisfaction in Malaysian public primary schools. Journal of Education and Learning, 8(2), 144-153.
Abu-Taleb, F. (2013). Relationship between job satisfaction and performance of primary school teachers. Journal of Educational and Instructional Studies in the World, 3(1), 15-25.
Adeyemi, T. O., & Adu, E. O. (2018). Impact of leadership style of principals on teachers' job satisfaction in public secondary schools in Ekiti State, Nigeria. Journal of Educational Administration and Policy Studies, 10(4), 29-37.
Ali, A. S., & Dahie, A. A. (2015). The effect of leadership styles on job satisfaction and organizational commitment: A study on Somali secondary schools. International Journal of Education and Research, 3(3), 283-300.
Allen, N. J., Grisby, R. D., & Peters, M. L. (2015). Transformational leadership, empowerment, and job satisfaction: The mediating role of employee empowerment. Human Resources Development Quarterly, 26(1), 1-26.
Amedahe, F. K. (2012). Introduction to educational research. Accra: Mercury Press.
Amedahe, F. K., & Asamoah-Gyimah, K. (2016). Introduction to measurement and evaluation (7th ed.). Cape Coast: Hampton Press.
Avolio, B. J., & Bass, B. M. (1991). Re"examining the components of transformational and transactional leadership using the Multifactor Leadership. Journal of occupational and organisational psychology, 72(4), 441-462.
Avolio, B. J., & Bass, B. M. (1995). Individual consideration viewed at multiple levels of analysis: A multi-level framework for examining the diffusion of transformational leadership. The leadership Quarterly, 6(2), 199-218.
Aydin, A., Sarier, Y., Uysal, S., & Arslan, H. (2013). The effects of leadership style and teachers' perceptions of organizational justice on job satisfaction. Educational Sciences: Theory & Practice, 13(3), 1809-1817.
Baran, M., Maskan, A., & Baran, N. (2015). Why do teachers leave? Factors influencing teachers' decisions to stay or leave the teaching profession. Universal Journal of Educational Research, 3(9), 611-618.
Bhat, N. A. (2018). Career satisfaction among secondary school teachers of Baramulla district of Jammu and Kashmir. Journal of Educational Research in Developing Areas, 6(1), 206-212.
Billingsley, B. S., Israel, M., & Smith, S. J. (2011). Promoting teacher satisfaction through teacher education. Teacher Education and Special Education, 34(2), 102-113.
Cemaloğlu, N., Akdağ, G., & Köse, H. (2012). The effects of leadership styles of primary school principals on teachers' organizational commitment and job satisfaction. Educational Sciences: Theory & Practice, 12(1), 556-562.
Cresswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed method research. Thousand Oaks
Creswell, J. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
Damanik, J. (2014). The effects of leadership style and work environment on job satisfaction to improve the performance of PT. Beton Perkasa Wijaksana. Journal of Business and Management, 3(4), 30-41.
Gitaka, J. W. (2014). Challenges faced by head teachers in the leadership of public primary schools in Kenya. International Journal of Education and Research, 2(2), 1-12.
Kendra, C. (2011). Leadership traits, leadership styles, and leadership effectiveness. Journal of Social Sciences, 7(3), 315-320.
Khalil, A., Shahid, A., Khan, S., Khan, H., & Ahmed, N. (2016). Role of transformational leadership in improving the academic performance of secondary school students. Pakistan Journal of Distance and Online Learning, 2(2), 1-13.
Kothari, C. (2013). Research methodology: Methods and techniques. New Age International.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
Larkin, D. M., Brantley-Dias, L., & Lokey-Vega, A. (2016). Critical factors influencing teacher retention. Journal of Education and Training Studies, 4(9), 184-189.
Leary, H., Sullivan, R., & Ray, D. (1999). Leadership style and teacher satisfaction in the Middle States Association of Colleges and Schools. Leadership and Policy in Schools, 4(1), 67-82.
Mbera, G. A. (2015). The influence of leadership styles on students' academic performance in Kenyan universities. Journal of Business and Management, 17(2), 37-45.
Menon, M. E. (2016). Influence of headteachers' leadership styles on secondary school teachers' job satisfaction in Kisumu County, Kenya. Journal of Education and Practice, 7(1), 41-47.
MetLife Foundation. (2012). The MetLife survey of the American teacher: Teachers, parents and the economy. MetLife Foundation.
Mohrman, A. M., Cooke, R. A., Mohrman, S. A., Duncan, R. B., & Zaltman, G. (1977). An assessment of a structure task approach to organisational development in a school system. National Institute of Education.
Mugo, J. N. (2016). Influence of headteachers' leadership styles on teachers' career satisfaction in public secondary schools in Kirinyaga West Sub-County, Kenya. Journal of Education and Practice, 7(21), 123-131.
Northouse, P. G. (2010). Leadership: Theory and practice. Sage Publications.
Nyenyembe, G. B., Mkumbo, K. A., & Mbise, E. E. (2016). Influence of headteachers' leadership styles on teachers' job satisfaction in public secondary schools in Tanzania: A case of Mufindi district. Journal of Education and Practice, 7(28), 64-74.
Obbo, P. E., Oluka, R., & Atibuni, J. (2017). Leadership styles and their influence on teacher commitment in Tororo Municipality, Uganda. International Journal of Education and Research, 5(3), 51-65.
Paris, S. G. (2013). Factors influencing teachers' career choice and retention. Annual Review of Psychology, 64, 251-277.
Sahito, Z. Q., & Vaisanen, P. (2020). Job satisfaction and dissatisfaction among school teachers: A review of literature. Journal of Education and Learning, 9(2), 39-45.
Sungu, A., Ilgan, A., Parylo, O., & Erdem, E. (2014). The role of leadership in retaining teachers. Universal Journal of Educational Research, 2(2), 151-157.
Tesfaw, T. (2014). The relationship between headteachers' leadership styles and teachers' job satisfaction in government secondary schools of Ethiopia. European Journal of Business and Social Sciences, 2(5), 115-130.
Voon, M. L., Lo, M. C., Ngui, K. S., & Ayob, N. B. (2011). The influence of leadership styles on employees' job satisfaction in public sector organizations in Malaysia. International Journal of Business, Management and Social Sciences, 2(1), 24-32.
Wahab, N. A., Aziz, A. A., & Bakar, M. S. A. (2019). A study of the relationship between leadership styles and job satisfaction among secondary school teachers in Temerloh, Pahang. International Journal of Academic Research in Business and Social Sciences, 9(3), 327-339.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Sampson Kwaku Gapko, Regina Sally Madison , Kennedy Boe-Doe, Alexander Djan Kwafo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
